Building Classroom Discipline

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The leading text in the field, this book analyzes the contributions of the leading authorities in discipline, to show how their theories and systems can be used by teachers to create structures of positive discipline.

This classic text has been reconceptualized and restructured by the author to include Increased emphasis on teachers and students working together cooperatively to maintain classrooms that are safe, enjoyable, and productive. Better discussion of the behavior patterns of students from various ethnic, cultural, and societal groups.

Information for understanding and working productively with students with Neurological Based Behavior (NBB). A clear progression of advances in classroom discipline over the past six decades, helping readers better understand the rationales and procedures featured in today's approaches to discipline. Presentation and analysis of strategies that help students conduct themselves with greater civility, responsibility, and moral intelligence.

Building Classroom Discipline analyzes 18 models of school discipline developed by educational thinkers over the past 60 years and shows how they can be applied in realistic situations. A unique contribution of the text is that the present-day theorists listed also coordinate with Professor Charles to ensure accuracy in the presentation of their models. Teachers are motivated to create a structure of positive discipline based on the most effective elements from traditional and current disciplinary approaches.

C. M. Charles was a public school teacher from 1953 to 1959, then moved into higher education and held positions at the University of New Mexico, Teachers College Columbia University, Pepperdine University, Universidade Federal do Maranhao (Brazil), and San Diego State University, where he is now professor emeritus. At San Diego State, Charles directed innovative programs in teacher education and five times received outstanding professor and distinguished teaching awards. He also served on several occasions as advisor in teacher education and curriculum to the governments of Peru and Brazil. Charles has authored or co-authored numerous books that have attracted wide audiences in the United States and abroad, with translations into several foreign languages. Those dealing most directly with school discipline are Teachers' Petit Piaget (1972); The Synergetic Classroom: Joyful Teaching and Gentle Discipline (2000); Essential Elements of Effective Discipline (2002); Classroom Management for Middle Grades Teachers (2004); Elementary Classroom Management (5th edition 2008); Today’s Best Classroom Management Strategies: Paths to Positive Discipline (2008), and Building Classroom Discipline (10th edition 2011). Charles, who resides in California and Australia, is married and has two children, both teachers.

Preface

New to this Edition

The Primary Purpose of this Book

The Nature of this Book and Primary Audiences

The Chapters and How They Are Presented

Review and Feedback from Authorities

Timeline of Major Contributions in Discipline

Acknowledgements

Part I. How do I Begin Organizing a System of Discipline that Meets my Needs?

Chapter 1. What is Classroom Discipline and How Do I Encourage Productive Efforts in my Classroom?

A Preview of this Chapter

What to Look for in This Chapter

Professionalism in Teaching and Discipline

Seven Suggestions for Moving Toward Higher Levels of Professionalism

Behavior, Misbehavior, and Discipline

Contrasting the Behavior in Two Classrooms

A Closer Look at Student Misbehavior

Developing a Personalized Approach to Discipline

A Rubric for Planning a Personal System of Discipline

Professional and Philosophical Considerations

Specifics of My Discipline Plan

Communicating the Discipline Plan to Students and Others

For Reflection and Orientation: 20 Groups of Questions about Discipline

Terms and Concepts Emphasized in this Chapter

Activities

References

Chapter 2.How Can I Anticipate My Students’ Behavior, and How do I Recognize and Deal with Factors that Promote Misbehavior?

A Preview of this Chapter

What to Look for in this Chapter

Typical Behaviors and Interests of Students at Four Levels of Development

Needs, Interests, and Habits that Motivate Behavior (and Misbehavior)

Discussing Needs, Interests, and Habits with your Students

Exploring What Students Need and Want in Teachers and Schools

Socio-cultural Realities that Influence Behavior

Values that are Usually Emphasized in Schools

Areas Where Values May Come into Conflict

Economic Realities that Impinge on Student Behavior

Hidden Rules of Students in Poverty

Why Some Students feel Undervalued and Powerless

General Suggestions for Working with Students from all Societal and Economic Groups

Personal and Environmental Factors that Promote Misbehavior

Conditions that Reside in Individual Students

Conditions that Reside in Class Peers and Groups

Conditions that Reside in Instructional Environments

Conditions that Reside in Teachers and Other School Personnel

Terms Emphasized in this Chapter

Activities

References

Chapter 3. How do I Recognize and Deal with Atypical Behavior that is Neurological-Based?

A Preview of This Chapter

What to Look for in this Chapter

Overview of Neurological Based Behavior

Scenario 1

Principal Diagnoses Related to Neurological Based Behavior

A Word about Brain Injuries

Indicators of NBB

Sensory Integration Dysfunction

Scenario 2

Attention Deficit Hyperactivity Disorder (ADHD)

Oppositional Defiant Disorder (ODD)

Bipolar Disorder

Learning Disabilities (LD)

Scenario 3

Autism Spectrum Disorder (ASD)

Scenario 4

Fetal Alcohol Spectrum Disorder (FASD)

Scenario 5

Rage

Scenario 6

Medication for Students with Behavioral Issues

Concluding Remarks

Scenario 7

Terms and Concepts Emphasized in this Chapter

Activities

References

Chapter 4. What Are the Foundations that Underlie Today’s Best Systems of Discipline?

A Preview of this Chapter

Understandng Group Dynamics: Fritz Redl and William Wattenberg

Principles of Behavior Shaping: B.F. Skinner

Behavior as Choice: William Glasser

Lesson Management: Jacob Kounin

Congruent Communication: Haim Ginott

Human Needs and Democratic Teaching: Rudolf Dreikurs

Assertive Discipline: Lee and Marlene Canter

Responsibility and Inner Discipline: Barbara Coloroso

Classroom Learning Communities: Alfie Kohn

Terms Highlighted in this Chapter

Activities

References

Part II. What are Some of Today's Most Outstanding Approaches to Classroom Discipline?

Challenge #4. How Do Teachers Ensure That Participants' Social Skills Are Employed and Imporved - Communication, Relationships, Collaboration, Conflict Resolution, and Other Interpersonal Skills and Qualities?

Issues to Consider in Using Digital Media

A Culminating Scenario

Key Terms and Concepts Emphasized in This Chapter

Application Activities

Case Concepts

Questions and Activities

References

Webliography

Part IV. What Remains to be Done?

Chapter 16. How Do I Finalize a System of Discipline Designed Especially for Me and My Students?

The Planning Rubric, with Reminders

Professional and Philosophical Considerations

Specifics of My Discipline Plan

Communicating My Discipline Plan to Students and Others

Two Prototypical Approaches to Discipline

Prototype #1. An Approach That Emphasizes Rules and Consequences

Prototype #2. An Approach That Emphasizes Prevention and Cooperation between Teacher and Students